Policy

DOCUMENT DETAILS

Document Owner Office of the Director
Approval Date 16 August 2019
Release Date 5 September 2019
Compliance Date 1 February 2021
Review Date 1 September 2023
Updated

28 April 2020

Version History
  • Revised CEDoW Responding to Serious Mental Health Concerns Procedure (2.21)

introduction and context

INTRODUCTION

Education Policy in Catholic Education Diocese of Wollongong (CEDoW) is developed to support the implementation of consistent and comprehensive practices to guide quality Catholic learning and teaching in Diocesan schools.

Education Policy is developed within the context of documents and frameworks. These include:

CONTEXT

Providing quality learning and teaching to students with diverse backgrounds, cultures, abilities and dispositions is the responsibility of all educators. Under the Alice Springs (Mparntwe) Declaration,  schools are committed to increasing access and participation by promoting personalised learning that aims to fulfil the diverse capabilities of the students in their care. Through collaborative practices with parents/carers and support staff, teachers provide engaging learning experiences to improve educational outcomes for all students.

This Policy has been developed to support school staff in meeting their compliance obligations according to Catholic Education Diocese of Wollongong (CEDoW), the New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013,  the Disability Discrimination Act 1992  and the Disability Standards for Education 2005.

EXPECTATIONS

It is expected that school staff will take all reasonable measures to comply with this Policy.

The Catholic Education Diocese of Wollongong (CEDoW) Diverse Learning Needs Policy must be implemented in conjunction with the following policies where relevant:

1   GENERAL DIVERSE LEARNING NEEDS

sCHOOLS MUST:
1.1 uphold inclusive and collaborative practices to meet the diverse needs of students
1.2  provide courses of study that are appropriate for the students and their level of achievement and needs
1.3  provide safe and supportive environments to ensure that duty of care is provided for all students
1.4  provide effective support for students with diverse learning needs when transitioning from:
  1.4.1 Prior to School Settings to Kindergarten using the CEDoW Students Transitioning from Prior to School Settings to Kindergarten Procedure
  1.4.2 Year to Year using the CEDoW Students Transitioning from Year to Year Procedure
  1.4.3 another School to a CEDoW school using the CEDoW Students Transitioning from Another School to a CEDoW School Procedure
  1.4.4 Year 6 to Year 7 using the CEDoW Students Transitioning from Year 6 to Year 7 Procedure
  1.4.5 School to Post School using the CEDoW Students Transitioning from School to Post School Procedure
1.5 use the Response to Intervention (RTI) approach as a consistent reference and model for making decisions to meet the diverse learning needs of students
1.6 adhere to the CEDoW Case Collaboration Referral Procedure  to identify and meet the diverse learning needs of students 
1.7 early in the discernment process, implement the CEDoW Case Collaboration Referral Procedure  for a student repeating a grade
1.8 ensure there are induction processes for new staff and casual staff for meeting the diverse needs of learners
1.9 ensure staff training is provided to support students with particular medical needs
1.10 have clear operational role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) supporting students with diverse learning needs
1.11 ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of plans, it is done under the direction of a teacher(s)
1.12 provide appropriate support to families of students with diverse learning needs to ensure these students can access, attend and engage in Catholic education
1.13 adhere to the CEDoW Advocate/Support Person Procedure  when a request is made by a parent/carer for an advocate or a support person to be present at a meeting
1.14 utilise a range of formal and informal strategies to ensure effective communication between relevant stakeholders that addresses the diverse needs of learners and families
1.15 adhere to the CEDoW External Professionals in the School Setting Procedure  when external health and other professionals are supporting students with diverse learning needs, including those Students with Disability (SWD) who have National Disability Insurance Scheme (NDIS) services delivered in the school setting 
       
STAFF MUST:
1.16 complete the relevant professional learning relating to the Disability Discrimination Act 1992  and the Disability Standards for Education (2005)  to fulfil their obligations every three (3) years
       
TEACHERS MUST:
1.17 provide quality differentiated teaching practices to meet the diverse needs of students
1.18 adhere to the CEDoW Case Collaboration Referral Procedure  to identify and meet the diverse learning needs of students
       

2   STUDENTS WITH DISABILITY

sCHOOLS MUST:
2.1 develop processes to ensure teachers are aware of the Students with Disability (SWD) whom they teach
2.2  develop and implement a school-based procedure for collaboratively developing, implementing and reviewing Personalised Plans (PPs) for Students with Disability (SWD)
2.3  develop and implement processes to share Personalised Plans (PPs) 0with all relevant staff
2.4 meet all obligations of the Nationally Consistent Collection of Data (NCCD)  including:
  2.4.1 collecting evidence of adjustments
  2.4.2 downloading and storing Personalised Plans (PPs) and other evidence at August census
  2.4.3 implementing moderation processes through a school moderation team
2.5 provide reasonable adjustments for Students with Disability (SWD) to access their learning on the same basis as their peers
2.6 ensure that learning support coordinators or delegate (7-12) participate in the CEDoW Secondary Learning Support Leading Learning Network
2.7 ensure that teachers in Specialist Learning Settings participate in the CEDoW Specialist Settings Network
2.8 provide opportunities to share professional learning in order to develop knowledge and skills of all staff 
2.9 have clear operational role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) that are supporting Students with Disability (SWD)
2.10 ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of plans, it is done under the direction of a teacher(s) 
2.11 adhere to the CEDoW Case Collaboration Referral Procedure  for identified Students with Disability (SWD) prior to considering access or transition to an alternate setting
2.12 contact CEDoW School Improvement Services: Specialist Support in relation to the establishment of Specialist Learning Settings
2.13 adhere to the CEDoW Specialist Learning Settings Policy  in relation to:
  2.13.1 establishment and governance
  2.13.2 student enrolment and placement
  2.13.3 student learning and teaching
  2.13.4 staffing
2.14 adhere to the CEDoW Life Skills Stages 4 and 5 Procedure  for determining access to NESA Life Skills outcomes and content in Years 7-10
2.15 adhere to the CEDoW Life Skills Stage 6 Procedure  for determining access to NESA Life Skills courses in Stage 6
2.16 provide all reports on file from external health and other professionals to the CEDoW School Improvement Services: Specialist Support via casecoll@dow.catholic.edu.au
2.17 utilise CEDoW Resourcing for Students with Disability  for the purposes of supporting:
  2.17.1 Students with Disability (SWD)
  2.17.2 short term intervention of emerging needs or the provision of major equipment as identified using transition processes or the CEDoW Case Collaboration Referral Procedure
  2.17.3 staffing and resources for Students in Specialist Learning Settings (where relevant) 
  2.17.4 collaborative Personalised Planning meetings
2.18 adhere to the CEDoW Assisted School Travel Procedure  for Students with Disability (SWD) who require assisted travel
2.19 adhere to the CEDoW Student Attendance Policy  in relation to the attendance of Students with Disability (SWD)
2.20 ensure that students with medical needs receiving adjustments have:
  2.20.1 a Personalised Plan (PP)
  2.20.2 a Health Care Plan from their General Practitioner or Specialist reviewed annually
2.21 adhere to the CEDoW Responding to Serious Mental Health Concerns Procedure
2.22 contact CEDoW School Improvement Services: Specialist Support when a request is made by parents/carers for:
  2.22.1 enrolment of a student with gender dysphoria
  2.22.2 their child to be identified as a different gender
2.23 provide opportunities for Students with Disability (SWD) to participate in sport to ensure access to representative pathways
2.24 provide opportunities for Students with Disability (SWD) to participate in co-curricular activities
       
TEACHERS MUST:
2.25 collaborate with the student, parents/carers and other professionals in the development of a Personalised Plan (PP) for each Student with Disability (SWD) who meets the Definition of Disability
2.26 utilise the Catholic Schools NSW Personalised Planning for Students with Disability (PPSD) for each Student with Disability (SWD) who meets the Definition of Disability  to:
  2.26.1 collaboratively develop, implement and review the Personalised Plan (PP)  including evidence of adjustments
  2.26.2 discern a broad category of disability and level of adjustment
2.27 ensure that the Visa status is included on Personalised Plans (PPs) for Students with Disability (SWD) where relevant
2.28 ensure that learning and teaching programs include evidence of adjustments provided for Students with Disability (SWD)
       

3   ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 

sCHOOLS MUST:
3.1 develop processes to ensure teachers are aware of the Aboriginal and Torres Strait Islander students whom they teach
3.2 ensure they uphold inclusive and collaborative practices to meet the diverse needs of Aboriginal and Torres Strait Islander students 
3.3 develop and implement a school-based procedure for collaboratively developing, sharing, implementing and reviewing Personalised Learning Plans (PLPs) for Aboriginal and Torres Strait Islander students
3.4 have clear operational role descriptions for Aboriginal Education Assistants (AEAs) and/or School Support Officers (SSOs) who are supporting Aboriginal and Torres Strait Islander students and/or initiatives
3.5 ensure that where Aboriginal Education Assistants (AEAs) and/or School Support Officers (SSOs) are supporting the development and implementation of Personalised Learning Plans (PLPs), it is done under the direction of a teacher(s)
3.6 adhere to the CEDoW Case Collaboration Referral Procedure  for Aboriginal and Torres Strait Islander students requiring additional support
3.7 engage with CEDoW Aboriginal Community Engagement Officers (ACEOs) and/or Aboriginal Education Assistants (AEAs) when seeking support from allied health or community services for Aboriginal and Torres Strait Islander students
3.8 utilise the allocation of:
  3.8.1 Aboriginal and Torres Strait Islander Education Resources for the purposes of supporting Aboriginal and Torres Strait Islander students
  3.8.2 additional Aboriginal and Torres Strait Islander Education Resources for the purposes of targeted support for Aboriginal and Torres Strait Islander students identified through the CEDoW Case Collaboration Referral Procedure
3.9 apply for additional support for Aboriginal and Torres Strait Islander students when required using CEDoW Case Collaboration Referral Procedure
3.10 adhere to the CEDoW Student Attendance Policy  in relation to attendance of Aboriginal and Torres Strait Islander students 
3.11 engage with the CEDoW Aboriginal Community Engagement Officers (ACEOs) and/or Aboriginal Education Assistants (AEAs) when liaising with Aboriginal and Torres Strait Islander families to improve attendance of Aboriginal and Torres Strait Islander students
3.12 support Aboriginal and Torres Strait Islander students transitioning to post school settings aligned to the students’ Personalised Learning Plan (PLP)
3.13 provide support to Aboriginal and Torres Strait Islander families to ensure Aboriginal and Torres Strait Islander students can access, attend and engage in Catholic education where appropriate
3.14 adhere to the CEDoW Advocate/Support Person Procedure  when a request is made by a parent/carer for an Aboriginal or Torres Strait Islander advocate or support person to be present in a meeting
       
TEACHERS MUST:
3.15 collaborate with the student, parents/carers and other professionals (where appropriate) in the development of a Personalised Learning Plan (PLP) for each Aboriginal and Torres Strait Islander student
3.16 collaboratively develop and implement a Personalised Learning Plan (PLP)  for each Aboriginal and Torres Strait Islander student to support their learning, pastoral and cultural needs using CEDoW electronic Student Information System (eSIS)
3.17 ensure that other plans including Personalised Plans (PPs) are noted in the Personalised Learning Plan (PLP) where relevant
3.18 review Personalised Learning Plans (PLPs) for Aboriginal and Torres Strait Islander students twice annually
       

4   NEW ARRIVAL STUDENTS AND STUDENTS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D)

sCHOOLS MUST:
4.1 ensure the language background information is collected and recorded in the CEDoW electronic Student Information System (eSIS) using: 
  4.1.1 the Language Background Survey K-6 for all students K-6
  4.1.2 the Language Background Survey 7-12 for all students 7-12
4.2 develop processes to ensure teachers are aware of the Students for whom English is an Additional Language or Dialect (EAL/D) whom they teach
4.3 adhere to the CEDoW New Arrival Student Identification Procedure  when identifying students as New Arrival students
4.4 provide support to families to ensure students identified as New Arrival students can access, attend and engage in Catholic education where appropriate
4.5 adhere to the CEDoW Case Collaboration Referral Procedure  for all students who have been identified as New Arrival students
4.6 adhere to the CEDoW Case Collaboration Referral Procedure to provide additional support to students for whom English is an Additional Language or Dialect (EAL/D)
4.7 ensure that where an English as an Additional Language or Dialect (EAL/D) specialist teacher is supporting the development and implementation of Individual Plans, it is done in collaboration with the classroom teacher(s)
4.8 have clear role operational descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) who are supporting students who have been identified as New Arrival students and/or students for whom English is an Additional language or Dialect (EAL/D)
4.9 ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of Individual Plans, it is done under the direction of a teacher(s)
       
Teachers MUST:
4.10 work collaboratively with the English as an Additional Language or Dialect (EAL/D) specialist teacher (where relevant) to support the ongoing development of English language proficiency of New Arrival students and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.11 develop and implement an Individual Plan within the CEDoW electronic Student Information System (eSIS) for students who have been identified as New Arrival that:
  4.11.1 utilises literacy assessment information
  4.11.2 identifies placement on the English as an Additional Language or Dialect (EAL/D) Learning Progression  to accurately determine English language proficiency
  4.11.3 uses the pointers of the English as a Second Language (ESL) Scales  in all four (4) strands to identify the level of support required
4.12 monitor the progress of students and make appropriate adjustments to Individual Plans when required
4.13 provide additional literacy support as required for students who have been identified with English is an Additional Language or Dialect (EAL/D) as informed by the pointers of the English as a Second Language (ESL) Scales
       
ENGLISH AS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D) SPECIALIST TEACHERS MUST:
4.14 work collaboratively with classroom teachers to support the ongoing development of English language proficiency of New Arrival students and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.15 administer the:
  4.15.1 New Arrival Assessment K-6 for all New Arrival student in K-6  
  4.15.2 New Arrival Assessment 7-12 for all New Arrival student in 7-12  
4.16 ensure a copy of the Language Background Survey and the New Arrival Assessment are maintained in the student’s file  
4.17 ensure all survey and assessment information is entered in the CEDoW Whole School Profile of Language Proficiency    
4.18  develop and implement an Individual Plan  within the CEDoW electronic Student Information System (eSIS) for students who have been identified as New Arrival that:    
  4.18.1 utilises literacy assessment information  
  4.18.2 identifies placement on the English as an Additional Language or Dialect (EAL/D) Learning Progression  to accurately determine English language proficiency   
  4.18.3  uses the pointers of the English as a Second Language (ESL) Scales  in all four (4) strands to identify the level of support required  
4.19 monitor the progress of students and make appropriate adjustments to Individual Plans as required  
4.20 adhere to the CEDoW Case Collaboration Referral Procedure  to provide additional support for students for whom English is an Additional Language or Dialect (EAL/D)  
       

5   GIFTED STUDENTS

sCHOOLS MUST:
5.1 develop processes to ensure teachers are aware of the students identified as gifted whom they teach
5.2 adhere to the CEDoW Gifted Student Identification Procedure  when identifying students as gifted
5.3 notify CEDoW School Improvement Services: Specialist Support when enrolling students previously identified as gifted for verification of Gifted Identification status
5.4 ensure that processes are in place to share Individual Plans with all relevant staff
5.5 adhere to the CEDoW Case Collaboration Referral Procedure  for gifted students requiring additional support
5.6 have clear operational role descriptions for School Support Officers (SSOs) that are supporting gifted students
5.7 ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of Individual Plans it is done under the direction of a teacher(s)
5.8 utilise the CEDoW Case Collaboration Referral Procedure  prior to the acceleration of a gifted student
5.9 monitor the impact of acceleration on the gifted student annually in collaboration with CEDoW School Improvement Services: Specialist Support 
       
teachers MUST:
5.10 provide quality differentiated teaching practice to meet the diverse needs of gifted students
5.11 utilise assessment to inform intervention practices according to CEDoW Case Collaboration Referral Procedure
5.12 collaborate with the student, parents/carers and other professionals in the development of an Individual Plan for a gifted student
5.13 collaboratively develop and implement an Individual Plan  for each gifted student to support their social, emotional and cognitive learning needs using CEDoW electronic Student Information System (eSIS)
5.14 review Individual Plans for gifted students annually
5.15 assess and report achievement for students who have been accelerated against the outcomes of the content taught in:
  5.15.1 K-6 for the key learning area(s) they are undertaking
  5.15.2 7-12 for the course(s) they are undertaking
       

6   STUDENTS IN OUT OF HOME CARE

sCHOOLS MUST:
6.1 develop processes to ensure teachers are aware of the students in Out of Home Care whom they teach
6.2 collaborate with each student in Out of Home Care (where appropriate), carers, caseworker, and any other relevant interagency or education professionals to identify strengths and educational needs
6.3 collaboratively develop and implement an Individual Plan  for each student in Out of Home Care within 30 days of notification of the student entering Out of Home Care
6.4 provide copies of the Individual Plan to each student in Out of Home Care (if appropriate), the carer, the caseworker and all relevant staff
6.5 monitor and review the Individual Plan at least annually
6.6 adhere to the CEDoW Case Collaboration Referral Procedure  for students in Out of Home Care requiring additional support
6.7 seek permission from the Minister for Family and Community Services for Matters relating to students in Out of Home Care who are under the Care of the Minister
       

Implementation

Diverse learning Needs POLICY IMPLEMENTATION PLAN

POLICY RELEASE

  • The CEDoW Diverse Learning Needs Policy was released in conjunction with the CEDoW Student Pastoral Care and Wellbeing Policy  and a number of related Frameworks including the:
  • These documents were released to Schools at Policy workshops during Term 3 and Term 4 2019.
  • Personnel who will participate in the workshops include:
    • Primary: Principal OR Assistant Principal and two other staff members who play a significant role in the school in either supporting pastoral care and wellbeing or students with diverse learning needs
    • Secondary: Pastoral Care/Wellbeing Coordinator and the Learning Support Coordinator
    • Key CEO staff (including the Heads of Service, Senior Professional Officers, members of respective Service Areas in School Improvement and Human Resource Services and the Senior Professional Officer: Education Policy)
    • Details include:
WORKSHOP
DATE
ESS
VENUE
SCHOOLS

Secondary

5 Sept

9am-3pm

3070

Xavier Centre, Wollongong

Corpus Christi, Oak Flats
Holy Spirit, Bellambi
John Therry, Rosemeadow
Magdalene, Narellan
Mount Carmel, Varroville
St Benedict’s, Oran Park
St Francis, Edmondson Park
St John’s, Nowra
St Joseph’s, Albion Park

Illawarra A

16 Sept

9am-3pm

3073

St Francis of Assisi, Warrawong

St Francis of Assisi, Warrawong
St John's, Dapto
St Patrick’s, Port Kembla
St Pius X, Unanderra
St Therese, West Wollongong

Macarthur A

17 Sept

9am-3pm

3071

St Justin’s, Oran Park

Holy Family, Ingleburn
St Justin’s, Oran Park
St Paul’s, Camden
St Francis, Edmondson Park
St Michael’s, Mittagong

Highlands

19 Sept

9am-3pm

3075

St Paul’s, Moss Vale

St Anthony’s, Picton
St Paul’s, Moss Vale
St Thomas Aquinas, Bowral

Macarthur B

23 Sept

9am-3pm

3076

OLHC, Rosemeadow

Mary Immaculate, Eagle Vale
Our Lady Help of Christians, Rosemeadow
St John’s, Campbelltown
St Thomas More, Ruse
St Clare’s, Narellan Vale

Illawarra B

25 Sept

9am-3pm

3077

St Columbkille’s, Corrimal

Good Samaritan, Fairy Meadow
Holy Cross, Helensburgh
St Brigid’s, Gwynneville
St Columbkille’s, Corrimal
St Joseph’s, Bulli
St Michael’s, Thirroul

Illawarra C

21 Oct

9am-3pm

3078

Ss Peter and Paul, Kiama

Nazareth, Shellharbour City 
St Paul’s, Albion Park
Stella Maris, Shellharbour
Ss Peter and Paul, Kiama

Shoalhaven

25 Oct

9am-3pm

3072

St Mary’s, Milton

St Mary’s, Milton
St Michael’s, Nowra

  • Casual Relief funding was provided for TWO staff members from each school.
  • Additional Policy implementation support is available throughout  2020 based on the needs of individual schools.
  • Ongoing Policy Communication is the responsibility of the school Principal/Delegate and where appropriate in collaboration with personnel from School Improvement Services: Specialist Support.
     

POLICY IMPLEMENTATION 

  • Schools are expected to be working towards the full implementation of the CEDoW Diverse Learning Needs Policy and relevant Procedures specified in the Policy during 2019 and 2020.
  • Full implementation of all Policy expectations for Schools and Staff/Teachers that are outlined in the CEDoW Diverse Learning Needs Policy is expected by 1 February 2021.
  • Full utilisation of all Procedures specified in the CEDoW Diverse Learning Needs Policy is expected by 1 February 2021.
  • Any school that determines they are not able to implement all Policy expectations by the 1 February 2021 must contact the Senior Professional Officer: Education Policy
  • Schools’ compliance to the Policy expectations occurs through the CEDoW compliance processes.
  • Additional compliance processes may be utilised if there are concerns raised about the quality of pastoral care and wellbeing practices at School, CEDoW or New South Wales Education Standards Authority (NESA) levels.

POLICY MONITORING

  • Personnel in School Improvement Services: Specialist Support are responsible for providing advice to the Senior Professional Officer: Education Policy of any changes to compliance requirements.  These requirements include those determined by CEDoW or NESA or any changes to Australian or State government legislation that impacts on the expectations of the Policy or Procedures.
  • A formal evaluation process of the CEDoW Diverse Learning Needs Policy and Procedures will be conducted in September 2023.
     

POLICY PUBLICATION 

  • The CEDoW Diverse Learning Needs Policy and Procedures will be published on the CEDoW website in the Policy Directory. The Senior Professional Officer: Education Policy is responsible for ensuring the Policy’s version currency and accuracy.
  • Schools should contact the Senior Professional Officer: Education Policy for any clarifications regarding Policy and Procedures.
  • Schools should contact the School Improvement Services: Specialist Support for support in the implementation of any aspects of the Policy and Procedures.

 

LEGISLATION

Anti-Discrimination Act 1977  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1977/48

Australian Education Act 2013  (Cth)
https://www.legislation.gov.au/Series/C2013A00067

Children and Young Persons (Care and Protection) Act 1998  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1998/157

Community Welfare Act 1987  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1987/52

Disability Discrimination Act 1992  (Cth)
https://www.legislation.gov.au/Series/C2004A04426

Disability Standards for Education 2005  (Cth)
https://www.legislation.gov.au/Series/F2005L00767

Education Act NSW 1990  (NSW)
https://legislation.nsw.gov.au/#/view/act/1990/8

National Disability Insurance Scheme Act 2013  (Cth)
https://www.legislation.gov.au/Series/C2013A00020

RELATED LINKS

NESA Registration Systems and Member Non-Government Schools (NSW) Manual
https://educationstandards.nsw.edu.au/wps/portal/nesa/regulation/school-registration/registration-system-and-member-non-government-schools-manual

NESA Australian Professional Standards for Teachers
https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation

Australian Professional Standard for Principals
https://www.aitsl.edu.au/tools-resources/resource/asutralian-professional-standard-for-principals

National Disability Insurance Scheme
https://ndis.gov.au

Nationally Consistent Collection of Data for School Students with Disability
https://www.nccd.edu.au/wider-support-materials/what-underpinning-legislation?parent=/understanding&activity=/wider-support-materials/what-nccd

SUPPORT MATERIALS

NCCD Moderation Resource for Schools

POLICY SELF-ASSESSMENT

The Diverse Learning Needs Policy Self Assessment is provided to support schools in their implementation of all Policy expectations. 
Download the Diverse Learning Needs Policy School Self-Assessment [Download as a Word doc or convert to a Google doc to complete the self-assessment digitally]